Conference Session

Technical Sessions 2

Collection

2024 Fall ASEE Mid-Atlantic Section Conference

Authors

Guozhen An, City University of New York, Queensborough Community College; David Mannes, City University of New York, Queensborough Community College; Dugwon Seo, Queensborough Community College, CUNY

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Diversity, Professional Papers

a corporate environment. Therefore, accurately reflecting the true opinionsof apprentices to partner companies is crucial to ensuring these apprentices are set-up for longterm success at those companies, given the companies' investment into those students during theapprenticeship program.In the following paper, the authors will explore the preparation and application stages, as well asthe technical and social elements involved in apprenticeships within partner companies. Thepaper will also include apprentices' perspectives on each of these aspects.Apprenticeship Preparation and Application ProcessThe development of the apprenticeship program in partnership with the college has also involvedthe creation of a career development pipeline to

Conference Session

Technical Sessions 3

Collection

2024 Fall ASEE Mid-Atlantic Section Conference

Authors

Emre Tokgoz, SUNY - Farmingdale State College

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Professional Papers

the following:  Ability to determine the domain of differentiability of a function.  Ability to determine the differentiability domain of a composition function.  Ability to apply the chain rule correctly.  Ability to determine the domain on which the chain rule is applied.APOS theory is briefly explained in [10] as follows:  An action is a transformation of objects perceived as essentially external and as requiring, either explicitly or from memory, step-by-step instructions on how to perform the operation.  When an action is repeated and the individual reflects upon it, the individual can make an internal mental construction called a process which the individual can think of as performing the same

Conference Session

Technical Sessions 2

Collection

2024 Fall ASEE Mid-Atlantic Section Conference

Authors

Gonca Altuger-Genc, State University of New York, College of Technology at Farmingdale; Yue Hung, Farmingdale State College; Wenhai Li, Farmingdale State College

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: • Industry Collaboration: We collaborate with local industries to develop project briefs that reflect actual challenges these companies are facing. This direct engagement allows students to work on relevant problems that professionals in the field are currently trying to solve. • Use of Industry-Standard Tools and Techniques: Students employ tools and techniques that are industry-standard, including CAD software, simulation programs, and industrial-grade laboratory equipment. This practice not only equips them with essential practical skills but also ensures they are ready for the workplace upon graduation. • Outcome-Oriented Projects: Each project is designed with a tangible outcome in mind, such as

Conference Session

Technical Sessions 5

Collection

2024 Fall ASEE Mid-Atlantic Section Conference

Authors

Mercy Folashade Fash, North Carolina A&T State University; Andrea Nana Ofori-Boadu, North Carolina A&T State University

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Diversity, Professional Papers

knowledge within the fAEC-KLM. Not only did they appreciate the lectures, but they also emphasized on the impact of knowing about African American female AEC professionals. AAMG11 verifies that there was knowledge gain from AEC lectures on the underrepresentation of African American females in AEC: “I would say the lecture on the AEC females or African American females gave us a bunch of like knowledge, background knowledge on AEC and what its about and also the important role models.” The exposure to role models addresses the need for women of color in STEM to see themselves reflected in the field as discussed by [21]. The statements made by these RPs on the impact of the

Conference Session

Technical Sessions 2

Collection

2024 Fall ASEE Mid-Atlantic Section Conference

Authors

Uma Balaji, Fairfield University

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Professional Papers

households and energy demand. [10]In addition to reviewing these topics, the assignment required students to interview two familymembers or friends on their understanding of ToU pricing and their interest in adopting solarenergy. This exercise encouraged students to reflect on advocacy and consider how they couldcontribute to creating a positive societal impact.Results and DiscussionThe written assignments reflected that the students grasped the benefits of renewable energy andthe urgency of increasing solar, wind, and other green energy sources in electricity generation.Seven out of eleven students highlighted the important role students and young people play inadvocating for cleaner energy, agreeing that pursuit of climate change goals need

Conference Session

Technical Sessions 1

Collection

2024 Fall ASEE Mid-Atlantic Section Conference

Authors

Gonca Altuger-Genc, State University of New York, College of Technology at Farmingdale; Akin Tatoglu, University of Hartford

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challenge traditionaluniversity experiences and feedback mechanisms, potentially depriving students of the practicalwisdom gained through these experiences [1]. These concerns reflect a general fear andconfusion surrounding the implications of ChatGPT in education, researchers have highlightedthe need to understand how students may use ChatGPT, as many will use it regardless of itsadoption by the instructor. To address the transformative effects of ChatGPT on the learningenvironment, it is crucial to educate both teachers and students about the capabilities andlimitations of the tool. Academic regulations and evaluation practices used in educationalinstitutions need to be updated to accommodate the use of ChatGPT and other AI tools.Educators should

Conference Session

Technical Sessions 1

Collection

2024 Fall ASEE Mid-Atlantic Section Conference

Authors

Wenhai Li, Farmingdale State College; Yue Hung, Farmingdale State College; Reiss Guttman, Farmingdale State College; Sen Zhang, State University of New York, Oneonta; Ning Yu, State University of New York, Brockport

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-world engineering challenges in robotics. • Weekly Quizzes (20%) – Weekly quizzes assess the students’ grasp of the theoretical content covered during lectures. These quizzes ensure that students are internalizing AI/ML concepts, such as supervised learning, neural networks, and reinforcement learning, before applying them in lab projects. The quizzes will test students on key AI/ML concepts and their ability to apply them to engineering problems in robotics. • Final Report (20%) – The final report requires students to reflect on their overall learning experience in the module, focusing on the AI/ML concepts learned and how they were applied in lab projects. Instead of repeating lab details

Conference Session

Technical Sessions 3

Collection

2024 Fall ASEE Mid-Atlantic Section Conference

Authors

Rachmadian Wulandana, State University of New York at New Paltz

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Diversity, Professional Papers

physical problems that piqued their interest, students werechallenged to creatively simplify these challenges to accommodate the finite element techniquethey had acquired. The limitations imposed by the academic version of ANSYS Workbench furthernecessitated innovative problem-solving and critical evaluation. Aligned with Bloom's taxonomy,the course curriculum was designed to foster a comprehensive learning experience. As illustratedin Figure 1, various assignments, ranging from lectures and videos to quizzes and in-class activities,were strategically mapped to different levels of Bloom's taxonomy, from passive learning to higher-order thinking skills like reflection, synthesis, and creativity Figure 1 The relationship between

Conference Session

Technical Sessions 3

Collection

2024 Fall ASEE Mid-Atlantic Section Conference

Authors

Emre Tokgoz, SUNY - Farmingdale State College

Tagged Topics

Professional Papers

) idea is used in mathematics education as a part of theundergraduate curriculum in [19] for the first time during a study on students’ conceptual view ofthe function concept. APO is extended to Action, Process, Object and Schema theory (called APOStheory) in [21] to understand students' function knowledge. APOS theory is explained as thecombined knowledge of a student in a specific subject based on Piaget`s philosophy. APOS theorywas designed in [22] as follows:  An action is a transformation of objects perceived by the individual as essentially external and as requiring, either explicitly or from memory, step-by-step instructions on how to perform the operation...  When an action is repeated and the individual reflects

Conference Session

Technical Sessions 3

Collection

2024 Fall ASEE Mid-Atlantic Section Conference

Authors

Aiman Said Kuzmar, P. E., Islamic University of Madina, Saudi Arabia

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Diversity, Professional Papers

according to somearticles in the literature, there have been changes in the definition of engineering over the yearsto reflect a simple fact that defining engineering is not as simple as it may look and sound [7].Recently, there are numerous calls to further modify the definition of engineering to be in linewith its continuing and systematic advancements as well as ever-changing societal norms andvalues. For instance, John Anderson in the Bridge: a National Academy of Engineers platformsuggested creating definitions with more “operational” key terms [8]. There are calls to includeother aspects in the definition of engineering like culture and ethnicity amongst other factors asstated in the 2020 virtual ASEE annual Conference [9].Steib records that

Conference Session

Technical Sessions 2

Collection

2024 Fall ASEE Mid-Atlantic Section Conference

Authors

Orla LoPiccolo M. Arch, Pdip (CM), Architect, Farmingdale State College, State University of New York

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SUNY Discovers (research, entrepreneurship, field study, experiences abroad, and creative work) [6]• SUNY Applied Learning Plan [6]• Campus Applied Learning Plans: Applied Learning Plans parts II to VII for each system campus [6]• Applied Learning Guidance to Campuses (includes an action timeline) [6]• SUNY Board of Trustees Resolution on Experiential and Applied Learning [6]• Criteria for Campus-Approved Applied Learning Activities: The activity is structured, intentional, and authentic; requires preparation, orientation, and training; must include monitored and continuous improvement; requires structured reflection and acknowledgment; must be assessed and evaluated [6]• Service-Learning in SUNY: Current Status and

Conference Session

Technical Sessions 4

Collection

2024 Fall ASEE Mid-Atlantic Section Conference

Authors

Bryan James Higgs, University of the District of Columbia; Gulen Ozkula, University of the District of Columbia

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Professional Papers

style teaching, the interventionwould occur after the assignment has been submitted and therefore would reflect poorly upon thestudent, where with the new tool, the student can recognize their gap in knowledge and seek theaid of the instructor to be able to correct that gap in knowledge and then go attempt quizzes orassignments once more to verify that the issues have been corrected; in this case, the grades wouldreflect greatly upon the student.ResultsThe effectiveness of the newly developed teaching strategy was evaluated in a Statics classcomprising 21 students through a survey consisting of 29 questions that focused on the themes ofskill development. Sixteen out of 21 students completed the survey. The responses to the surveyquestions were

Conference Session

Technical Sessions 2

Collection

2024 Fall ASEE Mid-Atlantic Section Conference

Authors

Margaret A Hunter, Hofstra University; Lynn A. Albers, Hofstra University; Jessica Santangelo, Hofstra University; Jacqueline Lee, Nassau Community College; Catherine Weinstein, Nassau Community College; Scott T Lefurgy, Hofstra University; Sean A Roberts, Nassau Community College; Suzanne Trabucco, Nassau Community College; Kristin Weingartner, Hofstra University

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and asked to act as a consultant and interview their partner with thefollowing prompt, “How would you redesign the curricular collaboration experience for yourpartner?” Each person then interviewed their partner to gain insight to their needs. A second roundof interviews was conducted to dig deeper into the ideas developed in the first round. After theinterview, the individuals used their notes to define an actionable problem statement based on theneeds and insights collected in the interviews. The attendees then ideated by sketching five radicalways to solve their partner’s needs. The ideas were then shared with their partner to get feedback.The individuals then reflected and generated a sketch of a big idea solution to the need

Conference Session

Technical Sessions 1

Collection

2024 Fall ASEE Mid-Atlantic Section Conference

Authors

Abdullah Konak, Pennsylvania State University, Berks Campus; Sadan Kulturel-Konak, Pennsylvania State University, Berks Campus

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-levelthemes that capture the essence of the interview corpus, but it performed poorly in mapping theconcepts to specific files. Therefore, a hybrid approach that leverages the strengths of both AIand human expertise may be the most effective strategy for analyzing complex qualitative data ineducational research.AcknowledgmentThis material is based upon work supported by the U.S. National Science Foundation (NSF)under Grant No. (DUE 2120936). Any opinions and findings expressed in this material are of theauthors and do not necessarily reflect the views of the NSF.References:[1] S. Kulturel-Konak, "Overview of Student Innovation Competitions and Their Roles in STEM Education," in 2021 Fall ASEE Middle Atlantic Section Meeting, 2021. [Online

Conference Session

Technical Sessions 4

Collection

2024 Fall ASEE Mid-Atlantic Section Conference

Authors

Marco Hermida, State University of New York at New Paltz; Ping-Chuan Wang, State University of New York at New Paltz; Nancy Campos, SUNY New Paltz; Aileen Pastrana, State University of New York at New Paltz; Bianca Bermudez, State University of New York at New Paltz; Shaima Herzallah, State University of New York at New Paltz; Christopher Monvil, State University of New York at New Paltz; Tenmetey Tetteh-Nartey, State University of New York at New Paltz

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tensile strength and the steepest slope, reflecting lowest variation. This isconsistent with the smaller error bars seen in Figure 9, suggesting that the 0° print orientationproduces more predictable and consistent failure results. In contrast, the shallow slopes observedfor the 45° and 90° print orientations indicate greater variability in the failure loads for theseorientations, making them less predictable under applied tensile load.Based on this log-normal statistical analysis, it is crucial to note the important implication inlarge-scale manufacturing using 3D-printing. Although the sample size in a laboratory settingcan be very limited, typically about 20 in our case, the strength at very low percentile (such as inthe parts-per-million, or

Conference Session

Technical Sessions 5

Collection

2024 Fall ASEE Mid-Atlantic Section Conference

Authors

Bryan James Higgs, University of the District of Columbia; Ujwalkumar Dashrath Patil, Department of Civil Engineering at the University of the District of Columbia.

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Professional Papers

theuncertainties surrounding climate change. These projects will provide a direct assessment of theknowledge, skills, and abilities of the students that will provide a more robust insight into theefficacy of the proposed methodology for integrating climate change in engineering education.AcknowledgementThis material is based upon work supported by the National Science Foundation under Grant No.(NSF grant number 2219532). Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the views ofthe National Science Foundation.References[1] M. J. Martin et al., “The climate is changing. Engineering education needs to change as well,” J. Eng. Educ., vol. 111, no. 4, 2022

Conference Session

Technical Sessions 1

Collection

2024 Fall ASEE Mid-Atlantic Section Conference

Authors

Zhou Zhang, SUNY Farmingdale State College; Yizhe Chang, California State Polytechnic University, Pomona

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Professional Papers

integration of Generative AI in engineering education has proven to be a trans-formative force, enhancing traditional learning methodologies and empowering students toachieve greater creativity, depth, and innovation in their academic work. Through the practicalimplementation of AI-driven tools in courses such as Circuit Analysis, Dynamics, ElectricalPower, and Industrial Power, students have experienced significant improvements in project qual-ity, critical thinking, and collaboration skills. These advancements reflect the potential of Genera-tive AI to revolutionize PBL and to support personalized learning experiences, enabling studentsto excel in the rapidly evolving field of engineering. However, alongside these benefits, importantethical